Comparative Analysis of Teacher Perspectives on Instructional Practices in Indonesia, Tanzania, and Kyrgyzstan

Abstract

This quantitative study aims to uncover how instructional strategies align with student-centered and 21st-century learning approaches within the diverse contexts of Indonesia, Tanzania, and Kyrgyzstan. The research employs a structured survey to gather data from a total of 194 teachers, with 65 from Tanzania, 75 from Indonesia, and 54 from Kyrgyzstan. The survey focuses on key pedagogical elements such as problem-solving, technology use, curriculum knowledge, student engagement, and assessment practices. Its purpose is to quantitatively assess the prevalence and perceived effectiveness of these instructional components in classrooms across these countries. The findings reveal considerable variability in the implementation of student-centered and 21st-century learning approaches, with Tanzania lagging behind Indonesia and Kyrgyzstan. This disparity suggests a pressing need for focused interventions in teacher training, resource allocation, and policy support, particularly in Tanzania, to bridge the implementation gap. The significant differences observed among the countries highlight the impact of cultural, economic, and policy contexts on educational practices. These insights underscore the necessity for educational leaders and policymakers to invest in professional development and infrastructure to support innovative teaching practices, especially in environments less conducive to such approaches. The study aims to contribute to global discussions on teaching excellence and inform policy development and program creation to enhance educational quality. The expected outcome is a set of data-driven recommendations to guide teacher training and professional development, optimizing instructional practices while respecting differences and promoting universal educational values.